Performance Accountability Report - 2021 OFFICE OF INSTITUTIONAL RESEARCH & EFFECTIVENESS - Montgomery College
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OFFICE OF INSTITUTIONAL RESEARCH &
EFFECTIVENESS
2021
Performance Accountability Report
September 2021MARYLAND HIGHER EDUCATION COMMISSION
2021 PERFORMANCE ACCOUNTABILITY REPORT
MONTGOMERY COLLEGE
MISSION
We empower our students to change their lives, and we enrich the life of our community. We
are accountable for our results.
INSTITUTIONAL ASSESSMENT
Over the last year and a half, Montgomery College temporarily, yet effectively, transitioned
from primarily face-to-face delivery of instruction to a hybrid and remote paradigm in
response to the COVID-19 pandemic. The intersection of COVID-19 and the education,
training, and workforce needs of students, faculty, and staff accelerated the need for increased
flexibility, accessibility, and refinement of the College’s digital learning and work platforms
without leaving students, faculty and staff behind in the digital divide. During this challenging
time, the College continued the delivery of quality instruction in a virtual reality and
performed its functional responsibilities without interruption.
Student and Institutional Characteristics
As a comprehensive two-year, multi-campus, open access, post-secondary institution of higher
education, which includes a robust Workforce Development and Continuing Education unit,
Montgomery College attends to the education and workforce needs of its constituents in the
jurisdiction of Montgomery County. The uniqueness of Montgomery College’s student body
is shown in its characteristics.
Montgomery College’s student body is multidimensionally diverse. Credit enrollment in fall
2020 (Indicator A-a) was 20,037. About a third of students (65.5) attended part-time
(Indicator A-b). More than 27 percent of credit students were 25 years of age or older
(Indicator F). Black (26.4 percent) and Hispanic/Latino (26.1 percent) students accounted for
more than half of the student body, while Asian (12.4 percent) and White (21.9 percent)
students accounted for more than a third of enrollment.
Nearly 34 percent of first-time credit students entered the College in fall 2020 with
developmental needs (Indicator B). In fiscal 2020, there were 7,216 annual enrollments in
English for speakers of other languages courses (Indicator D). More than half (52.2 percent)
of the students enrolled at the College received some form of financial aid (Indicator E); 23.6
percent received the Pell grant.
Twelve percent of credit students were enrolled exclusively in distance education courses in
fall 2020 (Indicator I), nearly 25 percent were enrolled in some, but not all, distance education,
while 63.1 percent were not enrolled in any form of distance education. For students who were
not enrolled in any form of distance education courses, those courses were designed for
synchronous instruction, but were taught remotely due to the pandemic.
2Finances
More than half (52.1 percent) of the college’s unrestricted revenue sources (Indicator J) came
from a local funding source in fiscal 2020; tuition and fees generated 30.3 percent of revenue;
16 percent came from the state. Compared to the previous year, slight decreases in tuition and
fees reflect lower enrollment. Slight increases in instruction, academic support and student
services (a combined one percent) were due to a change in allocation method for a post-
employment benefit to all relevant functions.
The largest proportion of the College’s expenditures by function (Indicator K) were directed
towards instruction (33.1 percent), academic support (17.0 percent), and student services (12.7
percent). Another 37.2 percent were expended in “other.” All expenditures helped to fulfill the
primary function of the College: teaching, learning and student support. The one percent
decrease in other expenditures was due to the change of post-employment benefits allocation
to relevant functions. The College achieved cost savings through reductions in instructional
and student services salaries to reflect lower enrollment, reduction in non-salary expenses,
benefits lapse, utilities, and the re-allocation of positions. The increase in scholarships and
fellowships came from reallocations of resources during the pandemic for student needs.
Maryland State Plan — Goal 1, Access: Ensure equitable access to affordable and
quality postsecondary education for all Maryland residents.
Montgomery College offers high-quality, practical and relevant education and training in
credit and noncredit programs while giving students ample access to an affordable college
education with courses and programs offered at its three campus locations and multiple off-
campus sites. In fiscal 2021, the affordable annual cost for a full-time student to attend
Montgomery College was $5,322 (Indicator 7), which was 55 percent of the cost to attend a
public four-year college in Maryland. The cost of tuition and fees to attend Montgomery
College remained affordable and remained unchanged for the past two academic years.
Credit Enrollment
In fiscal 2020, Montgomery College enrolled, educated, and/or trained 49,168 individual
students (Indicator 1a): 28,946 credit-bearing students (Indicator 1b) and 21,598 noncredit
students (Indicator 1c). The market share of new full-time freshmen in the College’s service
area was 38.7 percent (Indicator 2), while the market share of part-time undergraduate students
(Indicator 3) was 69.6 percent. A respectable 49 percent of recent college-bound high school
graduates (Indicator 4) attended Montgomery College in fall 2020.
Three-quarters of Montgomery College’s student body in fall 2020 were nonwhite (Indicator
11a); and according to the latest census data, 55 percent of the population within the county’s
service area were at least 15 years of age (Indicator 11c). Full-time faculty and administrators at
the College have become increasingly more diverse, where nonwhite faculty represented 39
percent of full-time faculty and administrative and professional staff represented 59.2 percent in
fall 2020.
Dual and Online Enrollment
Two areas of enrollment optimism are dual enrollment and online course enrollment. Dual
3enrollment at Montgomery College has more than doubled since fall 2017. The number of high
school students enrolled in courses at the College was 1,532 in fall 2020 (Indicator 5). Early
exposure of public-school students to higher education programs and various career paths
through programs like Early College and Jump Start have contributed to this uptick in dual
enrollment.
Online/hybrid enrollment (Indicator 6a) in credit courses reached 30,932 in fiscal 2020 – and
student enrollment using this mode of instruction is expected to grow and expand substantially
in the coming years. The expanded offerings in online associate degree programs (e.g.,
business, computer science and technologies, criminal justice, general studies, and teacher
education technology) will influence the growth in this area. In addition, the advent of the
pandemic likely escalated the planning, preparation, employment, and increased capacity of
online/hybrid courses and programs, which broadened the bandwidth of students’ educational
experiences and access to higher education.
College enrollment has declined nationally and fiscal year enrollment at Montgomery College
has declined 11.6 percent in four years. Many factors influence credit student enrollment. The
declined enrollment, in general, can be attributed to the decline in the college-going rate of high
school students, meaning that many high school graduates put off attending college or choose
not to attend college at all. For those with plans to attend college, four-year colleges and other
higher education compete for students in Montgomery College’s service area, thereby shrinking
the market share. And, the impact and uncertainty of the pandemic are an added dimension. In
addition, the local school system (Montgomery County Public School) has a larger pool of
students at the lower grade levels than in upper grade levels, which also diminished the pool of
students from which to draw. However, as these students progress through the succeeding grade
levels over several years, the College anticipates a surge in enrollment. Until then, enrollment
will continue to decline over the next few years, at least until students in lower grades begin
moving through the high school pipeline.
Taking all factors that potentially impact access and enrollment, marketing the college’s course
offerings and programs, and the increased interest in distance learning will play an important
role in enrollment over the next five years. The benchmarks established for the indicators
discussed above have been set at reasonable, yet optimistic levels of achievement.
Noncredit Enrollment
Workforce Development and Continuing Education (WDCE) provided noncredit education,
workforce training, and/or credentialing to 21,598 individual students in fiscal 2020 (Indicator
1c). Nearly three-quarters of noncredit students were 25 years of age or older (Indicator Fb) and
59.8 were nonwhite (Indicator 11b). Online/hybrid courses netted 3,245 enrollments.
WDCE offers access to various educational opportunities to a wide range of students with
different interests and goals. Continuing education and lifelong learning courses enrolled 7,193
individual students and generated 12,361 annual enrollments in intellectually stimulating
courses designed for residents age 50 and older. Continuing education basic skills and literacy
courses generated 9,730 annual enrollments with 7,009 students. A new PAR metric on the
achievement of adult basic education, Indicator 10 –reflects a new opportunity to monitor the
4learning gains being recognized by students in the adult basic education, general equivalency
diploma, and English for speakers of other languages programs. Learning gains are measured
by standardized assessments and are used to report progress to the State and Federal program
sponsors. Achievement in such courses (Indicator 10) has shown increased achievement in at
least one adult basic education (ABE) functioning level (33 percent in fiscal 2017 to 51 percent
in fiscal 2020) and at least one ESL educational functioning level (49 percent in fiscal 2017 to
70 percent in fiscal 2020).
Over the next five years, progress on these indicators will be monitored and the benchmarks are
reasonably achievable.
Maryland State Plan — Goal 2, Success: Promote and implement practices and policies
that will ensure student success.
Students come to Montgomery College with different levels of college readiness, aspirations,
goals, and interests. It is the College’s responsibility to identify factors that advance or impede
student success and implement strategies to help students succeed.
Retention and Academic Preparedness
The fall-to-fall retention rate of first-time degree-seeking students (Indicator 14) has consistently
been around 65 percent. That is, 65 percent of first-time degree-seeking students who enroll in a
given fall semester return in the subsequent fall semester. The fall-to-fall retention rate of first-
time students who received the Pell grant returned at a higher rate (69.2 percent) than for all
first-time degree-seeking students. Those who entered the College with academic deficiencies
returned at a lower rate (61.9 percent); while the retention rate of college-ready students was
68.9 percent.
Retention is an important metric of student success. The College’s president and Board of
Trustees have taken a keen interest in this metric and have engaged the broader college
community on the topic and discussed strategies to improve the rate for all student groups. The
goal is to raise the fall-to-fall retention rate for all students and set the benchmark at 75 percent.
More than 61 percent of new students who entered the College in fall 2016 with developmental
needs completed their developmental coursework within four years. Developmental course
requirements have been one of the major barriers that impede students’ persistence, academic
success, and completion, especially among underrepresented nonwhite students – and it is
demoralizing, particularly for those who come to college with the greatest economic and
academic challenges and must rely on placement test scores to determine their fate. To turn
that tide, the College no longer relies on placement test scores as the only determinant of
college readiness. High school GPAof 3.0 or higher and high school transcripts now serve as a
proxy to determine English and math placement and unnecessary coursework has been
eliminated. Instead of taking separate developmental reading and English courses, Integrated
English, Reading, and Writing (IERW) courses have integrated the critical reading and writing
skills needed to comprehend the content found in college-level texts, thereby reducing
developmental English courses from four courses to two courses.
5Developmental mathematics has been one of the biggest barriers to student progression and
college completion. A new statistics curriculum was designed and implemented for students in
liberal arts and social sciences programs. This rigorous curriculum is much more applicable to
what students need for their majors and gives students an alternative to traditional remedial
mathematics with more “real world” applications to the study of the liberal arts and social
sciences than traditional remedial algebra courses. It removes the negative stigma associated
with “developmental” math without diminishing the importance of math. In addition, a co-
requisite structure is also offered where students take developmental and college-level math in
the same semester, which has had a positive huge impact on math completion rates.
Implementation of these strategies helps to reduce/remove the barriers to student success. As
such a measurable increase in the developmental completion metrics is expected as reflected in
the established benchmark of 75 percent within the next five years.
Degree Progress Cohort
For many years, the College has used the Degree Progress cohort model to track the graduation
and transfer success of first-time, full- and part-time students who attempted at least 18 credit
hours within the first two years of initial enrollment, divided into three groups: college-ready,
those who complete developmental course requirements, and those who do not complete
developmental course requirements. This model has allowed the College to track students’
academic progress and success related to persistence, degree attainment, and transfer to a four-
year college or university.
Data on four different cohort groups have shown that on average, 73.7 percent of the cohorts
were deemed successful-persisters, meaning that they had either graduated and/or transferred
or earned at least 30 credit hours and were still enrolled with a minimum cumulative GPA of
2.0 at the end of the assessment period (Indicator 16). On average, college-ready students
persisted at a higher rate (86.5 percent) than students who entered the College with academic
deficiencies. Those who completed developmental course work had a higher persistence rate
(81.9 percent) than students who don’t complete developmental course work (38.7 percent).
Asian students (85.2 percent) had a higher successful-persisters rate than Black (67.8 percent),
Hispanic/Latino (70.3 percent), and White (79.5 percent) students.
Approximately 50 percent of the cohorts graduated and/or transferred within four years of
entry (Indicator 18). On average, college-ready students (69.5 percent) graduated/transferred
at a higher rate than students who entered the college with academic deficiencies:
developmental completers (52.1 percent); those who do not complete developmental course
work (20.9 percent). Race/ethnicity data showed that Asian (61.6 percent) and White students
(59.4 percent) graduated/transferred within four years at a higher rate than their Black (46.3
percent) and Hispanic/Latino (41.3 percent) student counterparts (Indicator 19).
The success of developmental completers and for Black and Hispanic/Latino students has not
risen to an acceptable level. To address the disparity of success in race/ethnicity, the College is
currently engaged in strategies that are designed to address specific needs of Black and
Hispanic/Latino students, especially among male students, which are vulnerable populations at
the College for a multitude of reasons – and the efficacy of these strategies will be monitored.
The Presidential Scholars Program is set to be piloted in fall 2021 and is designed to increase
6the representation of men of color in high workforce need areas. The Boys to Men mentoring
program is specifically aimed at the retention of African-American/Black male students, as
well as to foster a greater degree of academic success, student activism, and personal
responsibility. The Advancing Latino Male Achievement mentoring program focuses on
holistic academic and personal guidance, support and leadership development. The College’s
goal is to bring all student groups to parity regardless of college readiness and race/ethnicity.
Current strategies would not have impacted the success of earlier cohort groups, but should
start to show their effectiveness for current cohorts. The established benchmarks on these
success measures will be monitored over the next five years.
Graduation and Transfer
In fiscal 2020, a total of 2,903 students were awarded 3,028 associate degrees and credit
certificates (Indicator 20). About 62 percent of transfer program graduates transfer annually
within one year of graduation (Indicator 22). Some students transfer without the benefit of a
degree or certificate – and whatever the circumstance, transferring to a four-year college or
university is a major goal for many Montgomery College students. One year after transfer,
more than 90 percent of former students achieved a cumulative GPA of 2.0 or above at their
transfer (Indicator 21) colleges and universities within the University System of Maryland,
which speaks to the quality education students received at Montgomery College prior to
transfer.
The benchmarks for the number of awards are set reasonably at 3,230 and will be influenced
by well-designed degree pathways to completion and established articulation agreements with
four-year colleges and universities that accept the associate degree as sophomore level
completion. In addition, a minimum of 85 percent of transfer students will earn a cumulative
GPA of at least 2.0 after the first year of transfer.
Maryland State Plan — Goal 3, Innovation: Foster all aspects of Maryland higher education
to improve access and student success
The COVID-19 pandemic put health science programs front and center. The importance of
related programs has become increasingly more visibly important. On that end, Montgomery
College offers three credit health science programs that require licensure/certification
examinations for employment (Indicator 23): nursing, physical therapy, and radiologic
technology. The pass rates of program graduates who were first-time candidates and passed
their respective licensure/certification examinations on the first try have been impressive. The
data showed 13 to 19 radiologic graduates sat for the licensure/certification exam with a 100
percent pass rate in each of the past four reporting years, fiscal 2017 to fiscal 2020. During the
same time period, the pass rates for the 120 to 131 nursing graduates ranged from 87.2 percent
to 92.4 percent. Physical therapy graduates (11 to 18) showed pass rates of 85.7 to 100 percent.
Each of these licensure/certification areas has minimum passing rate standards and
Montgomery College graduates have exceeded them. The benchmarks set for these indicators
are set at an achievable level.
Workforce Development and Continuing Education (WDCE) is the arm of the College that
provides the workforce and training needs in the County. And, as it relates to the state’s goal of
7innovation, WDCE has fostered access to varied aspects of higher education from basic
education to credentialing for many years. During the third quarter of FY20, the COVID
pandemic forced the closing of campuses at all locations – credit and noncredit programs as
well. Rapid conversion to structured remote delivery using distance learning platforms, video
conferencing tools, as well as email and chat functions, allowed students to finish courses
already underway. Many popular WDCE programs, however, rely on face-to-face interactions
or hands-on experiences in laboratory settings, both of which were challenging to replicate in a
remote learning environment. Performing a procedure with specialized health equipment or
treating patients, for example, were difficult to simulate. Consequently, many such courses were
canceled in the fourth quarter of the year. While a few laboratory courses were brought back
during the first summer session with reduced class size, the volume of lost courses and
subsequent enrollments due to the restricted delivery environment resulted in an overall
decrease in service delivery. Consequently, overall enrollment decreased by 9.4 percent and
individual student enrollment also known as unduplicated students decreased by 13.3 percent
below the prior year. These decreases were fairly uniform across all the indicators (26, 27, and
28) that fall within the state goal of innovation.
On a fiscal year basis and compared to the previous year, individual student enrollment in
continuing education workforce development courses (Indicator 26) declined more than 17
percent and course enrollments fell seven percent. For students seeking courses for continued
government or industry-required certification or licensure (Indicator 27), enrollment dropped
17.4 percent, while annual course enrollments declined nearly five percent. Contract training
course headcount (Indicator 28) declined nearly 14 percent, while annual course enrollment
declined 4.3 percent. Enrollments in courses and training programs, despite the loss of
enrollment in the last year due to the pandemic, demonstrate the role that partnerships between
the College, the needs of the community, and the business community play to improve
workforce readiness in many key areas in the job market. WDCE will continue the effective
delivery of training and other services to the community and business entities. Over the next
few years, WDCE expects student and course enrollments to rebound. Benchmarks in these
areas are aspirational, though achievable.
Creating partnerships with the industry is also a way to create avenues for student employment,
especially in the biotech industry. Recently, Montgomery College, Montgomery County, and the
University System of Maryland signed a Memorandum of Understanding (MOU) creating the
Montgomery/Maryland Life Sciences Education and Innovation Partnership to facilitate collaboration
among industry and academic partners on cutting-edge research. Advancements in the biotech
industry create a need for more workers in a post-pandemic environment. To meet the expected
demand, this partnership will provide opportunities for students from across Maryland to work and
conduct translational research with Montgomery County’s industry leaders.
Community Outreach and Impact
Montgomery College is nestled in the heart of Montgomery County Maryland and serves not only its
students but the community at large. The College’s Office of community engagement is the face of
Montgomery College in the community, whose primary role is to empower students and county
residents by connecting those in underserved and under-represented communities with the College. It
8does so through the operation of three community engagement centers, nonprofit partnerships,
community events, and grassroots outreach throughout the county.
Montgomery College’s Germantown Campus served as a mass vaccination site. The county and the
state health departments were the main facilitators, with the College serving a supporting role as the
host facility. Vaccinations were available to Montgomery county residents and other residents
throughout the state.
Through the presidential dialogue series, the college president sat with prominent guests to discuss
important topics that impact or have the potential to impact the residents of the community. This year,
the series focused on building racial justice through policing, law enforcement, sentencing
reform, and health equities. Four prominent guests lent their voices to robust, televised
conversations with President DeRionne Pollard, which drew hundreds of viewers: Montgomery
County Police Chief Marcus Jones, Congressman David Trone, and American Civil Liberties
Union’s Deputy Legal Director Jeffery Robinson brought unique perspectives on conversations
related to criminal justice reform including topics on sentencing reform, rehabilitation, post-
incarceration employment, and racial inequities in sentencing. Also, Montgomery County
Health Director Dr. Travis Gayles spoke insightfully about the health disparities that plague
Marylanders, the challenges faced by medical personnel in communities where COVID vaccine
resistance, and the distrust of traditional medical authorities, especially in communities of color.
Montgomery College entered into a collaboration pilot with the Black and Brown Coalition for
Educational Equity and Excellence, the Children’s Opportunity Fund, Bar-T, and KidPower to
offer Equity and Enrichment Education Centers at the Takoma Park and Rockville Campuses.
Launched in February 2021 at facilities throughout the County, the Black and Brown Coalition
saw a need for low-cost childcare and distance learning support for Montgomery County public
school students in response to the severe impact that the pandemic had on many families across
the county, especially low-income communities, which are predominately Black and brown.
Montgomery College launched its hub in early April and ran it through the middle of June. In
response to community needs, the College provided a safe space for young children and their
families at an important moment and time by providing space for students to finish out the
semester.
Montgomery College partners with the Capital Area Food Bank (CAFB) and hosts a Mobile
Market Program on all three campuses. The CAFB markets offer fresh, seasonal produce at no
cost; health, housing, and other service providers are on-site as resources too. The Mobile
Market Program is only one portion of this initiative. It also includes supporting the food pantries
located on each campus and identifying community resources that address food insecurities.
Montgomery College is the community’s college that looks forward to expanding its capacity to
serve its students and the community.
Use of Cares Funding
In response to the Commission’s question: Please specify how your institution utilized CARES
funding over the past year. What are some ways your institution was able to leverage those funds
for student access and success?
9Montgomery College utilized the Coronavirus, Aid, Relief, and Economic Security (CARES)
Act funding to directly help students remain engaged academically and to assist students in
various areas of need. The College awarded half of the CARES funding ($5.5 million) directly to
over 7,000 Title IV students. The first round of money from the CARES funding was quickly
distributed to students who were Pell grant recipients without any additional application or requests for
funds from the students. Approximately half of the money ($2.75 million) that was distributed went
directly to students in fiscal year 2020 who were completing the spring or first summer term.
Many of these students had begun their coursework before the pandemic disrupted their lives –
with unexpected job loss or reduction in their work hours, resulting in reduction in pay. The
other half of the money that was distributed directly to students in fiscal year 2021 was awarded
to students who enrolled at the College after the pandemic had obvious effects on the economy.
Money was distributed again to Pell grant students and to other eligible students who had a Free
Application for Federal Student Aid (FASFA) on file with a short supplemental application
allowing the College to give larger grants to individual students.
The college used the other half of our CARES funding ($5.5 million) to support students
indirectly. To lessen the digital divide between students regarding access to technology,
Montgomery College purchased laptops and ancillary equipment and gave them to students in
need to assist students’ completion of their coursework and importantly, support their success
academically. The College also upgraded its virtual desktop solutions, on campus Wi-Fi to
include parking lots, document cameras and the like to provide a quality remote experience for
the students. A major undertaking was a required training for faculty to learn how to use this
technology and to teach effectively in a remote format. This training resulted in significantly
higher student engagement as measured in the Survey of Entering Student Engagement (SENSE)
and improved the student experience for all students.
This funding stream was a life saver for many students at Montgomery College, who too, are
members of the broader community of Montgomery County.
10MONTGOMERY COLLEGE
2021 ACCOUNTABILITY REPORT
Student & Institutional Characteristics (not Benchmarked)
These descriptors are not performance indicators subject to improvement by the college, but clarify institutional mission and provide context for
interpreting the performance indicators below.
Fall 2017 Fall 2018 Fall 2019 Fall 2020
A Fall credit enrollment
a. Unduplicated headcount 22,875 21,720 21,260 20,037
b. Percent of students enrolled part time 64.8% 65.1% 65.6% 65.6%
Fall 2017 Fall 2018 Fall 2019 Fall 2020
B First-time credit students with developmental education
54.4% 55.9% 59.6% 33.5%
needs
FY 2017 FY 2018 FY 2019 FY 2020
C Credit students who are first-generation college students
NA NA NA NA
(neither parent attended college)
FY 2017 FY 2018 FY 2019 FY 2020
D Annual unduplicated headcount in English for Speakers of
8,665 8,405 7,384 7,216
Other Languages (ESOL) courses
FY 2017 FY 2018 FY 2019 FY 2020
E Credit students receiving financial aid
a. Receiving any financial aid 52.6% 53.5% 53.4% 52.2%
b. Receiving Pell grants 26.5% 26.6% 25.3% 23.6%
F Students 25 years old or older Fall 2017 Fall 2018 Fall 2019 Fall 2020
a. Credit students 31.3% 30.6% 29.1% 27.4%
FY 2017 FY 2018 FY 2019 FY 2020
b. Continuing education students 71.6% 74.4% 73.6% 74.0%
FY 2017 FY 2018 FY 2019 FY 2020
G Credit students employed more than 20 hours per week NA NA NA NA
Fall 2017 Fall 2018 Fall 2019 Fall 2020
H Credit student racial/ethnic distribution
a. Hispanic/Latino 24.6% 25.2% 25.8% 26.1%
b. Black/African American only 27.4% 27.1% 26.5% 26.4%
c. American Indian or Alaskan native only 0.3% 0.2% 0.3% 0.2%
d. Native Hawaiian or other Pacific Islander only 0.3% 0.2% 0.3% 0.2%
e. Asian only 11.5% 11.5% 11.9% 12.4%
f. White only 22.9% 22.5% 22.1% 21.9%
g. Multiple races 3.0% 3.1% 3.3% 3.5%
h. Foreign/Non-resident alien 10.0% 9.9% 9.4% 9.0%
i. Unknown/Unreported 0.2% 0.2% 0.4% 0.4%
Fall 2017 Fall 2018 Fall 2019 Fall 2020
I Credit student distance education enrollment
a. Enrolled exclusively in distance education 7.2% 7.7% 8.4% 12.0%
b. Enrolled in some, but not all, distance education 18.3% 19.9% 21.3% 24.9%
c. Not enrolled in any distance education 74.6% 72.4% 70.3% 63.1%MONTGOMERY COLLEGE
2021 ACCOUNTABILITY REPORT
FY 2017 FY 2018 FY 2019 FY 2020
J Unrestricted revenue by source
a. Tuition and fees 32.7% 31.3% 30.9% 30.3%
b. State funding 15.7% 15.4% 15.9% 16.0%
c. Local funding 50.7% 51.2% 52.1% 52.1%
d. Other 0.9% 2.1% 1.1% 1.6%
FY 2017 FY 2018 FY 2019 FY 2020
K Expenditures by function
a. Instruction 34.1% 33.3% 32.5% 33.1%
b. Academic support 17.7% 17.4% 17.2% 17.0%
c. Student services 12.3% 12.2% 12.1% 12.7%
d. Other 35.9% 37.1% 38.2% 37.2%
Goal 1: Access
Benchmark
FY 2017 FY 2018 FY 2019 FY 2020 FY 2025
1 Annual unduplicated headcount
a. Total 55,243 54,355 52,732 49,168 56,530
b. Credit students 32,752 31,342 29,961 28,946 34,278
c. Continuing education students 24,064 24,609 24,890 21,598 23,888
Benchmark
Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2025
2 Market share of first-time, full-time freshmen 39.5% 36.3% 37.8% 38.7% 45.0%
Benchmark
Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2025
3 Market share of part-time undergraduates 73.2% 72.1% 73.1% 69.6% 75.0%
Benchmark
Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2025
4 Market share of recent, college-bound high school graduates 50.5% 51.4% 47.8% 48.9% 55.0%
Benchmark
Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2025
5 High school student enrollment 643 710 971 1,532 2,050
Benchmark
FY 2017 FY 2018 FY 2019 FY 2020 FY 2025
6 Annual enrollment in online/hybrid courses
a. Credit, online 17,847 18,863 19,143 26,551 28,062
b. Continuing education, online 974 904 875 701 1,200
c. Credit, hybrid 5,082 5,173 5,225 4,381 6,938
d. Continuing education, hybrid 93 141 383 2,059 2,400
Benchmark
FY 2018 FY 2019 FY 2020 FY 2021 FY 2026
7 Tuition and mandatory fees
a. Annual tuition and fees for full-time students $4,974 $5,178 $5,322 $5,322 NA
b. Percent of tuition/fees at Md public four-year institutions 53.7% 54.7% 54.9% 55.1% 57.0%
Note: The goal of this indicator is for the college’s
percentage to be at or below the benchmark level.MONTGOMERY COLLEGE
2021 ACCOUNTABILITY REPORT
Benchmark
FY 2017 FY 2018 FY 2019 FY 2020 FY 2025
8 Enrollment in continuing education community service and
lifelong learning courses
a. Unduplicated annual headcount 8,139 8,493 8,311 7,193 9,100
b. Annual course enrollments 12,600 14,228 14,092 12,361 15,500
Benchmark
FY 2017 FY 2018 FY 2019 FY 2020 FY 2025
9 Enrollment in continuing education basic skills and literacy
courses
a. Unduplicated annual headcount 7,009 6,500 6,580 5,828 7,200
b. Annual course enrollments 11,797 10,866 10,895 9,730 12,000
Benchmark
FY 2017 FY 2018 FY 2019 FY 2020 FY 2025
10 Adult education student achievement of:
a. At least one ABE educational functioning level 33.0% 37.4% 43.1% 51.0% 45.0%
b. At least one ESL educational functioning level 49.0% 54.3% 57.2% 70.0% 60.0%
Note: Not reported if < 50 students in the cohort
11 Minority student enrollment compared to service area Benchmark
population Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2025
a. Percent nonwhite credit enrollment 74.6% 74.3% 75.5% 75.9% 80.0%
Benchmark
FY 2017 FY 2018 FY 2019 FY 2020 FY 2025
11 b. Percent nonwhite continuing education enrollment 54.7% 53.3% 59.3% 59.8% 65.0%
Benchmark
July 2017 July 2018 July 2019 July 2020 Not Required
c. Percent nonwhite service area population, 15 or older 53.5% 54.1% 54.7% 55.3% NA
Benchmark
Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2025
12 Percent minorities (nonwhite) of full-time faculty 34.5% 34.7% 37.1% 39.0% 47.4%
Benchmark
Fall 2017 Fall 2018 Fall 2019 Fall 2020 Fall 2025
13 Percent minorities (nonwhite) of full-time administrative and
43.7% 46.4% 47.2% 59.2% 62.5%
professional staffMONTGOMERY COLLEGE
2021 ACCOUNTABILITY REPORT
Goal 2: Success
Benchmark
Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2024
Cohort Cohort Cohort Cohort Cohort
14 Fall-to-fall retention
a. All students 65.5% 64.8% 65.7% 64.2% 75.0%
b. Pell grant recipients 70.1% 68.3% 69.6% 68.6% 75.0%
b. Developmental students 62.3% 64.2% 62.6% 58.5% 75.0%
c. College-ready students 67.2% 67.5% 70.0% 70.8% 75.0%
Benchmark
Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2021
Cohort Cohort Cohort Cohort Cohort
15 Developmental completers after four years 51.0% 61.1% 60.0% 61.6% 80.0%
Benchmark
Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2021
Cohort Cohort Cohort Cohort Cohort
16 Successful-persister rate after four years
a. College-ready students 85.4% 87.0% 86.1% 87.6% 90.0%
b. Developmental completers 83.3% 83.2% 83.6% 77.5% 90.0%
c. Developmental non-completers 44.3% 40.9% 35.2% 34.5% NA
d. All students in cohort 72.4% 75.5% 74.3% 72.7% 80.0%
Fall 2013 Fall 2014 Fall 2015 Fall 2016 Benchmark
Cohort Cohort Cohort Cohort Not Required
17 Successful-persister rate after four years
a. White only 77.4% 81.2% 79.8% 79.5% NA
b. Black/African American only 66.5% 69.3% 69.3% 66.0% NA
c. Asian only 85.1% 85.6% 85.8% 84.1% NA
d. Hispanic/Latino 68.4% 72.0% 70.7% 69.9% NA
Note: Not reported if < 50 students in the cohort for analysis
Benchmark
Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2021
Cohort Cohort Cohort Cohort Cohort
18 Graduation-transfer rate after four years
a. College-ready students 67.7% 69.8% 70.3% 70.0% 70.0%
b. Developmental completers 54.6% 51.8% 52.7% 49.1% 70.0%
c. Developmental non-completers 23.3% 21.4% 21.6% 17.4% NA
d. All students in cohort 48.2% 50.2% 50.7% 49.5% 55.0%
Fall 2013 Fall 2014 Fall 2015 Fall 2016 Benchmark
Cohort Cohort Cohort Cohort Not Required
19 Graduation-transfer rate after four years
a. White only 58.4% 59.3% 59.0% 60.9% NA
b. Black/African American only 45.3% 46.2% 48.5% 45.3% NA
c. Asian only 59.9% 63.3% 60.4% 62.9% NA
d. Hispanic/Latino 38.0% 41.7% 43.7% 41.7% NA
Note: Not reported if < 50 students in the cohort for analysisMONTGOMERY COLLEGE
2021 ACCOUNTABILITY REPORT
Benchmark
FY 2017 FY 2018 FY 2019 FY 2020 FY 2025
20 Associate degrees and credit certificates awarded
a. Total awards 2,824 2,879 3,075 3,028 3,230
b. Career degrees 583 642 611 696 NA
c. Transfer degrees 2,029 1,934 2,152 2,108 NA
d. Certificates 212 303 312 224 NA
e. Unduplicated graduates 2,747 2,739 2,917 2,903 NA
Benchmark
AY 16-17 AY 17-18 AY 18-19 AY 19-20 AY 2024-25
21 First-year GPA of 2.0 or above at transfer institution 86.1% 85.7% 85.9% 90.1% 85.0%
Benchmark
FY 2016 FY 2017 FY 2018 FY 2019 FY 2024
Graduates Graduates Graduates Graduates Graduates
22 Graduate transfers within one year 59.3% 62.0% 64.0% 61.7% 65.0%
Goal 3: Innovation
Benchmark
FY 2017 FY 2018 FY 2019 FY 2020 FY 2025
23 Credit program pass rates in licensure/certification
examinations required for employment
a. Radiologic Technology 100% 100% 100% 100.0% 75.0%
Number of Candidates 13 19 15 13
b. Nursing 87.0% 90.0% 87.2% 92.4% 80.0%
Number of Candidates 131 120 125 131
c. Physical Therapy 100% 90.9% 85.7% 100.0% 85.0%
Number of Candidates 11 11 14 18
Note: Not reported ifMONTGOMERY COLLEGE
2021 ACCOUNTABILITY REPORT
Benchmark
FY 2017 FY 2018 FY 2019 FY 2020 FY 2025
27
Enrollment in Continuing Professional Education leading to
government or industry-required certification or licensure
a. Unduplicated annual headcount 5,517 5,081 5,531 4,569 6,060
b. Annual course enrollments 10,974 10,627 11,548 10,987 12,700
Benchmark
FY 2017 FY 2018 FY 2019 FY 2020 FY 2025
28 Enrollment in contract training courses
a. Unduplicated annual headcount 3,902 5,047 5,099 4,398 5,600
b. Annual course enrollments 8,848 11,045 10,951 10,479 12,000
Note: NA designates not applicableYou can also read
